Maintenance and service management
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See disruptions as an opportunity! With the right tools, traditional maintenance management, which today is primarily seen in the context of larger service management, can be transformed from a cost driver into a value driver for a company.
The aim of the course is to create an in-depth understanding of the functions and processes of maintenance and service management. The first part of the course (maintenance management) deals with the methodological basics of maintaining complex production and logistics systems. For example, established and innovative maintenance concepts such as Total Productive Management, Smart Maintenance and Reliability Centered Maintenance are presented and their application requirements explained. The maintenance management part of the course ends with an excursion into the field of predictive maintenance.
The second part of the course (Service Management) deals with the methodological foundations for the development and organization of industrial services. For example, procedures for the customer-centric design of services and business models as well as their modeling are discussed and developed.
At the same time, we strive to organize numerous practical presentations and an excursion every year, so that direct practical insights can be gained.
Moodle workspace
We implement a flipped classroom concept for these courses.
The flipped classroom concept is an innovative teaching approach in which traditional teaching activities are reversed. Instead of teaching content in frontal lectures, students learn it independently and at their own pace using digital media, literature and interactive applications at home. To this end, students receive learning materials such as videos or texts in the form of microlearnings before the classroom session, which they work through independently at home. We use the on-site attendance time to deepen understanding and apply the content learned, e.g. through joint analyses, discussions, practical examples and in-depth exercises.
The flipped classroom concept offers great potential for improving the learning process and making it more active. This method promotes active learning and interactive collaboration in the course. The time on site is then used to deepen the knowledge in such a way that the time on site and in the group is used sensibly. In doing so, we promote a deeper understanding and the application of knowledge necessary for future professional practice.
Maintenance and service management:
The content of the course is motivated by practical insights in the form of guest lectures and a planned excursion. The content of the microlearning is tested in a weekly classroom course (exercise accompanying the lecture) within the framework of interactive tasks (in-class). The exercise enables students to put their acquired knowledge to the test by means of the case study tasks uploaded to the respective modules (coursework). Module-specific test tasks are provided via Moodle for learning control.
The coursework comprises the completion of a case study (on the respective contents of the modules on maintenance and service management).
After completing the course "Maintenance and Service Management", students will be able to understand the management of industrial services by...
- justify the relevance of maintenance for corporate logistics,
- acquire and test approaches for describing, planning and improving maintenance management (including the basics of ISM, maintenance strategies, concepts, organization and controlling),
- conclude implications for maintenance management from the point of view of digitalization (e.g. predictive maintenance), sustainability and resilience,
- categorize the potential of industrial services in value creation networks,
- acquire the approaches for describing industrial services (basics of service management and service engineering),
- identify the differences between products and services in terms of development and use and derive business models from this, and
- identify the challenges and opportunities of cross-company collaboration, also taking into account the use of innovative key technologies (e.g. artificial intelligence, blockchain).
Please note that participation in the written examination requires prior successful participation in the coursework. The details of the scope and form will be announced by the lecturer at the beginning of the course in accordance with examination regulations §8 (13) and (14).
The coursework comprises the completion of a two-part case study (maintenance + service). Successful completion of both parts qualifies for successful participation in the written examination. The case study is completed in self-study during the out-of-class phase. Prior registration for the case study in the BOSS system is required to complete the case study. A submission deadline will be communicated for each part of the case study.
In line with the LFO work culture, we strive to continuously improve teaching for this and all our LFO courses, which enables student-centered, application- and practice-oriented skills development through innovative and active teaching formats. Therefore, innovative didactic methods such as flipped classroom and microlearning are used to achieve the learning objectives in this course and supplemented by elements of digital teaching in the context of, for example, preparation materials (microlearnings) and Zoom lectures that are regularly made available online.